Communication system and method

ABSTRACT

A communication system and method are provided to assist a user in conveying and/or exchanging a communication. The present communication system and method provide a low tech platform that enables a user to utilize an icon exchange communication system and method while allowing the integration of core vocabulary instructional concepts and techniques. The present communication system and method allows for seamless presentation of core vocabulary while also providing access to fringe vocabulary words.

CROSS-REFERENCE TO RELATED APPLICATIONS

The present application claims the benefit of Provisional PatentApplication No. 62/143,881, filed on Apr. 7, 2015, the entire disclosureof which is hereby incorporated herein by reference.

TECHNICAL FIELD

This invention relates generally to a communication system and method,more specifically, to an aided augmentive and alternative communicationsystem and method, and even more specifically, to a core vocabularyexchange communication system and method, which may facilitate and/orimprove the communication abilities of nonverbal, speech and/or languageimpaired individuals.

BACKGROUND

Augmentative and alternative communication (AAC) includes all forms ofcommunication, other than oral speech, that are used to expressthoughts, needs, wants, and ideas. AAC, may include, for example, facialexpressions and/or gestures, sign language, the use of symbols and/orpictures, and written communication.

A variety of AAC systems exist to improve the communication skills ofindividuals who are nonverbal, speech and/or language impaired. AACsystems may be unaided or aided. Unaided forms of communication consistof nonverbal means of natural communication (including gestures andfacial expressions) as well as manual signs and American Sign Language(ASL). Aided forms of communication systems consist of those approachesthat provide a user some additional external support to convey acommunication (for example, a statement, request, question, demand, orother message)

Aided communication systems may be low tech, such as a communicationboard or book with visual-graphic symbols or icons (i.e., pictures,photographs, line drawings, symbols, printed words, traditionalorthography, and/or combinations thereof) that stand for or representwhat an individual wants to express, or high tech, such as asophisticated computer with symbols, words, letters, or icons that“speaks” for its user via either synthetically produced speech orrecorded natural (digitized) speech.

A communication board or book is a no-tech or low-tech AAC system thatallows expressive communication by pointing or looking at (or otherwiseselecting) a symbol or icon representing the word or idea the userwishes to express. These systems may utilize direct selection (i.e.touching a picture or sentence), partner-assisted scanning with acommunication partner, or eye gaze (i.e. looking to the preferred icon).Such communication systems are often static in nature (i.e., the iconsremain in a fixed/immovable position on the board).

The Picture Exchange Communication System® (PECS®) protocol refers to amethod of teaching language in a low-tech communication system usingicons that are stored in a communication binder and are removed andexchanged by the user or communication partner to make a request orcomment. The PECS protocol uses icons composed of nouns and phrase-basedsentence starters such as “I want” and “I see.” Generally, thepractitioner (for example, a speech language pathologist (SLP)) mustcreate each of the icons to be used with the PECS protocol for eachindividual user and the icons are stored in the communication binder atthe user's or practitioner's discretion. As a result, existing systemsdo not provide a consistent organization system for these noun words orcarrier phrases and generally do not allow for the growth of expressivelanguage beyond a comment or request.

Existing AAC systems are also generally limited in their ability toallow spontaneous novel utterance generation (SNUG). SNUG is based onaccess to the individual words, collocations, and commonly used phrasesof our language. SNUG allows a person to say anything anytime.

SNUG depends in large part on core vocabulary. Core vocabulary refers toa set of lemmas, or base words, including nouns, pronouns, verbs,adjectives, adverbs, prepositions, conjunctions, and interjections thatmakes up the majority of language. About 75-85% of what we say (both aschildren and as adults) comes from a set of about 400-500 corevocabulary words used in most messages across all environments andsituations. Typically developing children acquire language in arelatively consistent sequence of identified core vocabulary words.Conversely, only up to about 20% of what we say comes from a bank ofthousands of fringe vocabulary words, mostly nouns, which areinfrequently used and activity specific.

Knowing that up to about 85% of what children and adults say come from arelatively small set of core vocabulary words, it would be desirable toprovide an AAC system in which core vocabulary is an integral part ofthe system. However, existing AAC systems generally do not include corevocabulary, but instead, consist primarily of nouns and descriptors,which tends to restrict users to requesting and labeling. Thus, existingAAC systems are generally not be flexible enough to meet mostcommunication needs and/or allow for continued growth and languagedevelopment.

Motor learning is an important key in the learning and use of an AACsystem. The more cognitively impaired the person, the more he/shedepends on motor learning to learn and use AAC. Motor planning comeswith consistency and relative “permanence” where you get the same thingwith the same movement plan. The simplest to the most complexneuro-motor activities of daily life are made possible by motor plans.Motor plans and sensory feedback are linked to language learning. Motorplans form through repetition that is meaningful, frequent, and intense.Thus, it is desirable to incorporate motor planning in AAC systems.

There are several benefits of existing low tech communication systems.In general, they are portable, relatively durable, inexpensive, notdependent on battery or electrical power, waterproof, reproducible atminimal cost, capable of teaching persistence skills, and capable ofteaching functional communication skills until the user obtains a hightech communication device.

It is desirable for any user with a high tech communication device tohave a low-tech system as a back-up if/when the device breaks or needsrepairs. Further, any user who is non-verbal or has low functionalcommunication skills deserves access to a low-tech system.

There are, however, some drawbacks of existing low-tech systems,including but not limited to, noun focus and activity focus (i.e., bycategory such as playtime, mealtime, musical instruments, animals) suchthat vocabulary does not transfer across environments, the fact thatpre-stored phrases and sentences may not always allow student to saywhat they want to say, the fact that they generally do not align withtypical language development, the fact that they have too many phrasesand sentences, which do not teach meaning of individual words, the factthat they do not have consistent motor plan access (i.e., words andicons are repeated in different locations on different pages), the factthat they do not allow for teaching of multiple meanings of words, thefact that they lack core vocabulary, which accounts for up to 85% ofwhat we say, and the fact that they do not allow for SNUG (i.e., do notallow for students to say what they want to say whenever they want tosay it). Thus, the applicant has determined that existing approaches inthese regards leave room for considerable improvement.

SUMMARY

The current invention addresses the foregoing and other shortcomings bythe various inventive aspects described herein. In accordance with oneaspect of the invention, a communication system is provided that allowsa user to implement an icon exchange communication system while alsointegrating core vocabulary instructional concepts and techniques. Inone form, the present communication system provides a low tech platformthat combines the two methods. Utilizing the icon exchange component,the present communication system allows for seamless presentation ofcore vocabulary while also providing access to fringe vocabulary words.

In accordance with another aspect, a communication system is provided,which allows for pre-selected core vocabulary words to be sequenced tocreate a message at the user's individual language level. As a result,the present communication system allows for SNUG, or spontaneous novelutterance generation. In one form, the use of a communication cardallows for different lemmas to be exchanged at the single word level ormulti-word level which allows the user to build sentences of increasingcomplexity. Furthermore, a communication partner may respond back to theuser in a two way exchange (for example, by modeling and using languageby moving icons on a core vocabulary insert onto a communication card.This two-way exchange, or reciprocity of communication, mayadvantageously promote conversational exchanges on a topic, wherein corevocabulary icon pieces may be exchanged multiple times onto thecommunication card between the user and communication partner.

In accordance with another aspect, core vocabulary icon pieces and/orfringe vocabulary icon pieces may be removed from their position on thecore vocabulary insert and/or binder insert(s) and visuallydemonstrated, handed to, or shown to the user and then returned to theoriginal location. Thus, the user may thereby explore language and/orexchange a message with a communication partner without using thecommunication card. Individual manipulation of icon pieces allows for apractitioner or other communication partner to model languagereceptively and expressively by removing icon pieces from a consistentpredetermined location and returning icon pieces to the same locationafter use.

In accordance with another aspect, a communication system is providedthat utilizes a low tech platform that allow for the seamlesspresentation of instructional material. For example, the versatility ofthe present communication system allows a practitioner to select anappropriate instructional tool based on the individual user's needs andabilities, including, for example, Aided Language Stimulation, ABAStyle, Pivotal Response Training, Backward Chaining, etc.

In yet another aspect, a communication system is provided thatencourages spontaneous novel utterance generation (SNUG) both in symbolsand oral communication by combining an icon exchange component with acore vocabulary component.

In yet another aspect, a communication system is provided that utilizesa familiar color coded organizational system consistent with establishedcolor coded systems (for example, the Fitzgerald Key and Goosens' Crainand Elder). In another form, icons can also be presented with analternate color coded organizational system or no color coding system.

In yet another aspect, a communication system is provided that allows apractitioner or user to incrementally incorporate lemmas/icons as theuser's core vocabulary language develops. In one form, a series of ninedifferent core vocabulary inserts (small, medium, and large sizedinserts may each include small, medium, or large icons) are providedallowing for presentation of range of icons (from up to 20 to up to189). The number of icons presented may be based on an assessment of theuser's individual capabilities. In one form, the size and number of theicons presented may be based on the user's cognitive capabilities andmotor skills assessment. Providing different sizes of core vocabularyinserts and icons may advantageously allow the practitioner or user toselect the appropriate number and size icons in view the user's visual,finger dexterity, and/or motor integration placement. In another form,the communication system may provide a reference chart explaining theassessment process to assist a practitioner or user in selecting theproper number and/or size of icons to be used and/or to assess whether acore vocabulary insert is appropriate for the user's level of languagedevelopment.

In yet another aspect, a communication system is provided which mayutilize familiar icons consistent with one ore more commerciallyavailable symbol/icon sets (including, for example, but not limited toBoardmaker®, Minspeak® and/or SymbolStixs® symbol sets). Advantageously,a practitioner or user may select the icons used with the communicationsystem to match the symbol set(s) used in existingclassroom/instructional setting(s) and/or the any planned high techdevice that the user may transition to in the future. In another form,the communication system may be used with multi-sensory tiles, which maybe recordable and feature a write & wipe surface.

In accordance with another aspect, a communication system is providedwherein duplicate or matching icons/symbols are displayed atpredetermined locations on a core vocabulary insert and/or a binderinsert (for example, via a preprinted substrate). Consistent positionedof icons may advantageously aid in selecting, removing, and returningthe icon pieces to the predetermined locations. In one form, icon piecesmay be removably attached to the matching icons with a hold and releasefastener such as hook and loop tape, a magnetic fastener, and the like.Thus the icon pieces are both removable and returnable to originalpredetermined locations after a communication exchange has been madebetween a user and communication partner.

In yet another aspect, a communication system is provided whereinpre-selected and pre-printed icons presented on a core vocabulary insertare selected in accordance with evidenced based studies. Thepre-selection and pre-printing of icons may advantageously significantlyreduce the amount of time a practitioner must typically spend creatingteaching materials utilizing existing systems. The practitioner needsonly to select and add fringe icons specific to the particular user.Further, while the particular symbols or pictures on the icons may varydepending upon the symbol set being used, the lemmas (parts of speech)may remain constant.

In accordance with another aspect, a communication system is provided inwhich multiple components, which may each be used alone or incombination with other components, include various features to enhancethe communication system's ease of use and durability and decreaseassembly time for the practitioner or user. For example, in one form,each component has one or more locator mark(s) to indicate to the useror person assembling the communication system the size, type, andlocation of where a fastener may be placed and the various componentsmay be removably attached. This standardization of hold and releasefastener placement and the use of color coding and/or labeling maysignificantly reduce assembly time and promote concise presentation ofthe materials thereby benefiting both the user and the practitioner,which can accelerate the learning process. Additionally, thestandardization of the communication system may allow a practitioner totransfer from one user to another or even from school to school and havean expectation of how the information will be presented. Thepractitioner is able to spend less time creating a user's individualcommunication system and focus on instruction and service delivery.

In another aspect, a communication system is provided wherein thecomponents are advantageously formed of a durable and water resistant orwater proof material that may allow the components to be used across allenvironments including in or near water and during activities in whichthe communication systems may sustain water exposure. The components maybe sanitized using common household cleaning products.

In another aspect, a communication system is provided that includes acommunication binder that may accept and store core vocabularyinsert(s), binder inserts, and other component(s). In one form,components may be removably attached to the communication binder using ahold and release fastener, such as hook and loop tape (or other suitablehold and release technology). The communication system thereby allowsfor concise, predictable storage of components/materials and providesmore surface area for presentation of information in the same space asthe existing communication binders.

In another aspect, a communication system is provided that may have asimilar look and feel (visual appearance as well as symbols sets usedtherewith) of existing high tech electronic devices. A user'sfamiliarity with the look and feel of an electronic device's format mayease the transition from a low tech system to a high tech system when itis determined to be appropriate. For example, in one form, binderinserts may include a plurality of white squares arranged in a gridpattern which may emulate the look of electronic devices that use awhite background gridded pattern.

In accordance with another aspect, a communication system is providedthat is comprehensive while also offering an affordable low techplatform. Due to financial reasons users are often on waiting lists forhigh tech digital devices that use core vocabulary. The presentcommunication system advantageously provides users a comprehensivecommunication system in the interim until they can receive a digitaldevice. Furthermore, electronic devices and software programs may notalways be operational when needed. The present communication systemprovides a “back up” communication system in the even a high tech systemis unavailable.

In accordance with another aspect, a communication system is providedfor assisting a user in conveying or exchanging a communication. In oneform, the communication system comprises a core vocabulary substratehaving a plurality of icons displayed on a first surface thereof. Eachof the plurality of icons may represent one of a plurality of corevocabulary words. A plurality icon pieces may be removably attached tothe surface of the core vocabulary substrate at a predetermined locationcorresponding to the location of a matching one of the plurality oficons. The core vocabulary insert may also include a communication cardlanding pad extending from and interconnected with the core vocabularysubstrate. The communication card landing pad may be configured toreceive a communication card removably attached thereto.

In another form, the communication system comprises a communicationbinder and a plurality of binder inserts removably attached to thebinder. Each of the plurality of binder inserts may comprise an insertsurface with a plurality of squares displayed thereon in a gridarrangement. A tab may extend from an edge of each of the plurality ofbinder inserts. A least one insert icon piece may be configured to beremovably attachable to a predetermined location corresponding to one ofthe plurality of squares. Each one of the insert icon pieces mayrepresent at least one of the user's personal core vocabulary words orfringe vocabulary words. In another form, the icon pieces may bemulti-sensory tiles that are recordable and feature a write & wipesurface.

A core vocabulary insert may also be removably attached to the binder.The core vocabulary insert may comprise a substrate having a firstsubstrate surface with a plurality core vocabulary icons displayedthereon. Each one of the core vocabulary icons may represent a corevocabulary word. A second substrate surface interconnected to the firstsubstrate surface may define a communication card landing pad. Aplurality of core vocabulary icon pieces may be configured to beremovably attachable to the first substrate surface. Each one of thecore vocabulary icon pieces may match a corresponding one of the corevocabulary icons displayed on the first substrate surface. Each of theplurality of core vocabulary icon pieces may be positioned at apredetermined location corresponding to the location of the matchingcore vocabulary icon. In another form, the core vocabulary icon piecesmay be multi-sensory tiles that are recordable and feature a write &wipe surface.

A communication card may be removably attachable to either the binder orto the communication card landing pad. The communication card may beconfigured to have one or more of the plurality of insert icon piecesand the plurality of core vocabulary icon pieces removably attachablethereto to convey or exchange a communication.

In another aspect, a method is provided of using a communication systemto assist a user in conveying or exchanging a communication. In oneform, the method comprises providing a first substrate comprising afirst surface interconnected with a second substrate surface, whereinthe first substrate surface has a plurality of core vocabulary iconsdisplayed thereon, with each of the plurality of core vocabulary iconsrepresenting at least one core vocabulary word, and wherein the secondsurface comprises a communication card landing pad; removably attachinga plurality of core vocabulary icon pieces to the first surface, whereineach one of the plurality of core vocabulary icon pieces is removablyattached to the first surface at a first predetermined location, thefirst predetermined location corresponding to a matching one of theplurality of core vocabulary icons; removably attaching a communicationcard to the communication card landing pad; selecting one or more of theplurality of core vocabulary icon pieces; removing the selected one ormore core vocabulary icon pieces from the first surface; positioning theselected one or more core vocabulary pieces on the communication card toconvey or exchange a communication; and returning the selected one ormore core vocabulary pieces to the first predetermined location.

In another form, the method comprises providing an assembly of aplurality of second substrates, each of the plurality of secondsubstrates comprising a first surface with a plurality of squaresdisplayed thereon in a grid arrangement; removably attaching a pluralityof additional vocabulary icon pieces to the first surfaces of theplurality of second substrates, wherein each one of the plurality ofadditional vocabulary icon pieces is removably attached to a firstsurface of one of the plurality of second substrates at a secondpredetermined location, the second predetermined location correspondingto one of the plurality of squares; selecting one or more of theplurality of additional vocabulary icon pieces; removing the selectedone or more additional vocabulary icon pieces from the first surface ofthe second substrate; positioning the selected one or more additionalvocabulary pieces on the communication card to convey or exchange acommunication; and returning the selected one or more additionalvocabulary pieces to the second predetermined location.

Other features and advantages of the invention will become apparent fromthe following detailed description of the preferred embodiments takenwith the accompanying drawings, which illustrate, by way of example, theprinciples of the invention.

BRIEF DESCRIPTION OF THE DRAWINGS

Embodiments of the current invention are described below, by way ofexample only, with reference to the following drawings, wherein:

FIG. 1 in a perspective view of a communication binder in accordancewith one aspect of the invention;

FIG. 2. is a rear perspective view of the communication binder of FIG.1;

FIG. 3 is a plan view of the communication binder of FIG. 1;

FIG. 4 is a plan view of a single fold core vocabulary insert inaccordance with another aspect of the invention;

FIG. 5 is a plan view of a gate fold core vocabulary insert inaccordance with another aspect of the invention;

FIG. 6 is a plan view of a tri-fold core vocabulary insert in accordancewith another aspect of the invention;

FIG. 7 is a plan view of a communication binder with an integraltri-fold rear cover in accordance with another aspect of the invention;

FIG. 8 is a perspective view of a plurality of binder inserts with aplurality of icon pieces in accordance with another aspect of theinvention;

FIG. 9 is a plan view of a First/Then schedule in accordance withanother aspect of the invention; and

FIG. 10 is a perspective view of a daily schedule in accordance withanother aspect of the invention.

DETAILED DESCRIPTION

With reference to the figures, a communication system 10 is shown. Thecommunication system 10 includes various components, each of which maybe used alone or in combination with one or more additional componentsto facilitate a user's ability to communicate. These teachings arehighly flexible and scalable in practice and can serve to leverage awide variety of existing communication tools and/or methods. They mayhelp accelerate the learning process and/or development of expressivelanguage.

As illustrated, for example, in FIGS. 1-3, in accordance with oneaspect, the communication system 10 comprises a portable communicationbook 12, such as a folder or binder. In one form, the communication book12 comprises a binder 12, and even more preferably, a 3-ring binder withrings 13 that may be opened and closed. In yet another form, the rings13 of the binder 12 may be generally D-shaped or O-shaped and may havevarious sizes.

Binder 12 may be formed of any suitable material. In one form, thebinder is formed of sturdy, generally water resistant and/or water-proofmaterial such as a plastic material, which may include but is notlimited to polyethylene, PET, polypropylene, PVC, and the like, and/orcombinations thereof. Alternatively, the binder may be formed of alaminated board paper stock of appropriate thicknesses and optionallycoated or covered in a plastic material.

Binder 12, includes a front cover 14, a back cover 16, and a spine 18interconnecting the front and back cover 14, 16. The front cover 14 hasan exterior surface 20, an interior surface 22, a length dimension, anda width dimension. Likewise, the back cover 16 has an exterior surface28, an interior surface 30, a length dimension, and a width dimension.

In accordance with one aspect, the width of the front cover and thewidth of the back cover are the same and thereby define a width 36 ofthe binder 12. In accordance with another aspect, the back cover 16 hasa length that is longer then the length of the front cover and therebydefines the length 38 of the binder. The spine 18, which extends betweenthe front and back covers 14, 16 defines a depth of the binder 12.

As will be readily understood by those of skill in the art, the binder12 and the front cover 14, back cover 16, and spine 18 may have anysuitable dimensions to best accommodate the desired components of thecommunication system 10. In one form, the width of the front and backcovers 14, 16 may each be approximately 9.5 inches. The length of thefront cover 14 may be approximately 7.5 inches, while the length of theback cover 16 may be approximately 10.25 inches. The depth 40 of thebinder may be approximately 1.25 inches.

As illustrated, since the length of the back cover 16 may be longer thanthe length of the front cover 14. Thus, when the binder 12 is in theclosed position with the front and back covers 14, 16 superposed, aportion of the back cover 16 may extend past the front cover 14 therebydefining a landing pad 42. In one form, the landing pad 42 may have alength of approximately 2.75 inches. As illustrated in FIG. 1, inaccordance with another aspect, the landing pad 42 is preferably sizedand configured to receive a similarly sized and configured communicationcard 44 removably attachable thereto.

Communication card 44 may include one or more pieces of releasable orhold and release type fastener (for example, hook and loop tape) on bothsurfaces. One surface may be used to removably attach the communicationcard 44 to the landing pad 42. On the other surface, one or more iconpieces 200 may be removably attached to the communication card 44 toform one or more sentence(s) or message(s) thereon. In one form, thecommunication card 44 may be initially positioned on the landing pad 42of the binder and be removable so that the user may hand or show thecommunication card 44 to a communication partner and return thecommunication card 44 to the landing pad 42 or to another surface asdescribed below.

In accordance with various additional aspects of the invention, thebinder 12 may include additional features for improving the ease ofassembly and use, portability, durability, and safety of the binder 12.For example, in one form, a carrying strap 46, such as an adjustableshoulder strap, is associated with the binder. The carrying strap 46 maybe removably or permanently attached to the binder 12 by any suitablemeans, including but not limited to, by attaching clips 48 of thecarrying strap 46 to compatible rings 50 on the spine 18 of the binder12. Alternatively, the carrying strap 46 may be attached to the binderby attaching clips 48 of the carrying strap 46 to one or more of therings 13 of the binder. The carrying strap 46 may be made of anysuitable material. In one form, the strap 46 may be formed of a soft,washable material, such as nylon. It may be adjustable in length fromabout 18 inches to about 36 inches. In yet another form, the strap 46may include a safety break away device 52 as is known in the art.

The binder 12 may also optionally include a carrying handle 54, forexample, on the spine 18 of binder 12.

In another form, the binder 12 may have printed, etched, or otherwisedefined thereon one or more locator marks 56 for indicating where a usermay affix one or more additional components to the binder 12. Forexample, the user may wish to removably affix a page, card, folder,insert, or the like to one or more surface of the binder 12. The locatormarks 56, may include for example, an outline of a square or rectangle,etc. sized to correspond to the component itself or to one or morereleasable or hold and release type fasteners for removably affixing thecomponent. In the illustrated form, for example, the exterior surface 20of the front cover 14 of binder 12 includes a locator mark 56 sized andconfigured to receive a page or card or the like including the user'sname, picture, and/or or other identifying information thereon. Inaccordance with another aspect, one or more of the surfaces of thebinder 12 may include one or more locator marks 56 sized and configuredto allow a user to affix a hold and release type fastener, such a pieceof hook and loop tape, adhesive, magnet or other fastener thereto, whichmay then be used to removably secure one or more additional componentssuch as the additional components described herein to the binder. In yetanother aspect, the one or more locator marks 56 may be configured, forexample, in size, shape, and positioned, to indicate a suitableconfiguration for a fastener to be attached thereto. In yet anotherform, the locator marks 56 may include the fastener (for example, thepiece of hook and loop tape) itself.

The landing pad 42 may include a plurality of locator marks 56 arrangedthereon. In one form, the locator marks 56 on the landing pad 42 aregenerally rectangle shaped and arranged at an angle, with one end angledinward toward the center of the landing pad 42 and the other end angledoutward toward the edge of the landing pad 2. So configured, theplurality of locator marks 56 form a generally v-shaped or herringbonepattern 57. When hold and release fasteners are attached to the locatormarks 56 in pattern 57, they may advantageously allow for ergonomic orease of release and/or fastening of a communication card 44 thereto.This may be particularly desirable for users with motor and/or strengthimpairment. In addition to providing easier removal of a communicationcard 44 (as compared to existing systems which generally utilize asingle long strip of fastener), the pattern 57 provides a highprobability of a connection being made. While existing systems generallyrequire a user to blindly line up two long strips of hook and loopfastener tape to secure a communication card to a to a landing pad,pattern 57 avoids this. This may in turn allow for simpler and moretimely communication exchanges. Less time need be spent fumbling forremoval and/or replacement of a communication card.

In another form, the binder 12 may include one or more closure devicefor securing the binder 12 in a closed configuration. The device mayinclude, but is not limited to, a hold and release fastener such as, butnot limited to, hook and loop tape, magnetic clasp, a latch, a strap, acuff, and the like, or other suitable closure device.

With reference to FIGS. 4-6, the communication system 10 may include oneor more folding core vocabulary substrates or insert(s) 100 forremovably attaching thereto a plurality of core vocabulary icon pieces200 (i.e., core vocabulary words depicted in photographs, drawings,symbols, text, and the like, and/or combinations thereof). Asillustrated, the communication system 10 may include three differentsizes of core vocabulary insert 100, single fold or “small” insert 102(as shown in FIG. 4), a tri-fold or “large” insert 104 (as shown in FIG.5), or a gate fold or “medium” insert 106 (as shown in FIG. 6).

Additionally, the communication system 10 may include three differentsizes of core vocabulary icon pieces 200 (i.e., small, medium, andlarge). Thus, with the three different sizes of inserts and threedifferent sizes of icons, the present communication system 10 therebyprovides nine different core vocabulary insert 100 options. In one form,the small insert 102 may accommodate up to 20 large sized icons 200, upto 35 medium sized icons 200, and up to 63 small sized icons. The mediuminsert 106 may accommodate up to 36 large sized icons 200, up to 65medium sized icons 200, and up to 119 small sized icons. The largeinsert 104 may accommodate up to 60 large sized icons 200, up to 105medium sized icons 200, and up to 189 small sized icons. Accordingly,the user or therapist may advantageously select the core vocabularyinsert 100 option that best matches the user's language capabilities.Further, the core vocabulary insert 100 may advantageously grow toaccommodate more words as the user's language capabilities develop.

As noted above, each of the core vocabulary substrates/inserts 102, 104,106 may be used on its own or in combination with the binder 12 and/orother components herein described. In one form, each of the corevocabulary inserts 102, 104, 106 may be removably attached to the binder12. For example, the core vocabulary insert may be three-hole punchedwith the holes corresponding to the location of the rings in the binder12. More preferably, each of core vocabulary inserts 102, 104, 106, mayinclude an attaching panel 108, which may include, for example, a holdand release type fastener such as hook and loop tape or other means ofremovably attaching the attaching panel 108 to one of the surfaces ofthe binder 12. In one preferred form, the attaching panel 108 may beremovably attached to the interior surface 28 of the back cover 16 ofbinder 12.

As described in further detail below, each of the core vocabularysubstrates/inserts 102, 104, 106 includes at least one fold-out surfaceor sheet for removably attaching the core vocabulary icon pieces 200thereto. As illustrated in FIG. 4-6, in one form, the small insert 102includes one full size, center fold-out surface 110. In one form, thecenter fold-out surface 110 may have a width of about 9 inches and alength of about 7 inches. The large insert 104 may include three fullsize fold-out surfaces, the center fold-out surface 110, and a pair ofopposing side surfaces 112, 114. Each side surface 112, 114 may have awidth of about 9 inches and a length of about 7 inches. The mediuminsert 105 may include the full size, center fold-out surface 110 and apair of opposing, half size side surface 116, 118. Each of side surfaces116, 118 may have a width of about 4.5 inches and a length of about 7inches.

In an alternate form, illustrated in FIG. 7, the binder may include anintegral fold-out core vocabulary surface 300. For example, in one form,the back cover 16 of binder 12 itself includes at least one fold outsurface for removably attaching core vocabulary icon pieces 200.Although FIG. 8 illustrates a binder wherein the back cover 16 comprisesa tri-fold integral fold-out core vocabulary surface 300, single fold orgate fold designs are also contemplated.

With reference again to FIGS. 4-7, as illustrated, the center foldingsurface 110, side surfaces 112, 114 and half size side surfaces 116, 118may have defined thereon a plurality of squares 124 arranged generallyin a grid configuration. Each of the plurality of squares 124 may besized and shaped to accommodate one of the core vocabulary icon pieces200, either small, medium, or large sized. In one form, each of theplurality of squares 124 may have a locator mark 56 thereon to indicatewhere a piece of hook and loop fastener (or other fastener) may bepositioned. Additionally, or alternately, each square 124 may include apiece of hook and loop fastener (or other fastener) for removablyattaching a core vocabulary icon 200 thereto.

The plurality of squares 124 may be blank, such that the user mayremovably attach any of the core vocabulary icon pieces 200 to any ofthe squares 124. More preferably, squares 124 may each have printed,etched, or otherwise defined thereon a core vocabulary icon 126 matchingone of the core vocabulary icon pieces 200. In one form, the corevocabulary icons 126 are arranged on the core vocabulary insert 102,104, 106 in a predetermined, consistent arrangement. Thus, each of thecore vocabulary icon pieces 200 may be removably attached to apredetermined location on a surface of the core vocabulary insert 102,104, 106, the predetermined location corresponding to the location ofthe matching core vocabulary icon 126 displayed on the surface of thecore vocabulary insert 102, 104, 106. Likewise, if a core vocabularyicon piece 200 is removed from the core vocabulary insert to covey acommunication, it may be returned to the predetermined location afteruse.

In another form, the icons 126 and the icon pieces 200 may utilize oneor more commercially available symbol/icon sets (including, for example,but not limited to Boardmaker®, Minspeak® and/or SymbolStixs® symbolsets). So configured, a practitioner or user may sensory select theicons 126 on the core vocabulary insert to match any symbol set(s) usedin existing classroom/instructional setting(s) and/or the any plannedhigh tech device that the user may transition to in the future.

In accordance with another aspect, the icons 126 and the icon pieces 200may include a coding system for identifying “subject related” corevocabulary icon pieces 200. In one form, the coding system may be acolor coded organizational system wherein different colors representdifferent subjects. In one form, the icons 126 and/or the icon pieces200 may include a colored background consistent with established colorcoded systems (for example, the Fitzgerald Key and Goosens' Crain andElder). In another form, the icons 126 and the icon pieces 200 may havean alternate color coding system or no color coding system.

In still another aspect, predetermined core vocabulary icons 126 may bemasked or covered up. For example, one or more core vocabulary icons 126may be depicted on the core vocabulary insert 102, 14, 106 without acorresponding core vocabulary icon piece 200 removably attached thereto.Instead, the predetermined masked vocabulary icons 126 may include amask or blank piece that does not represent the corresponding vocabularyword. The practitioner can thereby select certain vocabulary words touse or not use based on the individual user's circumstances.

In another aspect, each insert 102, 104, 106 may include a landing pad120. Landing pad 120 may be similar to landing pad 42 of the binder 12in that it may be sized and configured to receive a removably attachablecommunication card 44. Like landing pad 42, landing pad 120 may includea plurality of fastener locator marks 56 arranged thereon in a generallyv-shaped or herringbone pattern 57.

In one form, the landing pad 120 of each insert 102, 104, 106 may have awidth of about 9 inches and a length of about 1.75 inches. When theinsert is not in use, the landing pad 120 may fold inward to overlay thecentral fold-out surface 110. It may be removably held in place withhook and loop tape or other hold and release-type fastener.

In one form, the inserts 102, 104, 106 may have one or more scoreline(s) 122 between the attaching panel 108 and the center foldingsurface 110, between the center folding surface 110 and each of the sidesurfaces, and/or between the center folding surface and the landing pad120 to facilitate proper positioning when folding each surface over thecentral fold-out surface 110 for storage in a closed position.

The core communication inserts 102, 104, 106 and the core vocabularyicon pieces 200 may be formed of any suitable material. In one form, theinserts 102, 104, 106 and icon pieces 200 may be formed of a durable,water resistant and/or water proof material such as a plastic material,which may include but is not limited to polyethylene, PET,polypropylene, PVC, and the like, and/or combinations thereof.Alternatively, the inserts and/or icons may be formed of a laminatedboard paper stock of appropriate thicknesses and optionally coated orcovered in a plastic material. In another form, icon pieces 200 may bemay be multi-sensory tiles that are recordable and/or feature a writeand wipe surface.

With reference to FIG. 8, the communication system 10 may include one ormore binder substrates or inserts 400, which may be removably attachedto the binder 12. For example, the binder inserts 400 may be removablyattached by the rings 13 of binder 12. Alternatively, binder inserts 400may be attached to binder 12 using hook and loop tape or other suitablerelease and hold fasteners. Although binder inserts 400 are describedherein as being assembled and removable attached to binder 12, otherconfigurations are contemplated. For example, instead of being assembledin a binder, a plurality of binder inserts 400 may be independentlybound together along one side thereof by any suitable means.

Binder inserts 400 include surfaces 402 onto which a plurality ofvocabulary icons pieces 404 may be removably attached and displayed.Vocabulary icon pieces 404 may include fringe vocabulary words and/or auser's personal core vocabulary words. As illustrated, in one form, eachsurface 402 may include a plurality of squares 406 arranged in a gridpattern. Each of squares 406 may generally correspond in size and shapeto a single vocabulary icon piece 404. Each of the plurality of squares406 may have a locator mark 56 thereon to indicate where a piece of hookand loop fastener (or other fastener) may be positioned. Additionally,or alternatively, each square 406 may include a piece of hook and loopfastener (or other fastener) for removably attaching a vocabulary iconpiece 406 thereto. Alternative configurations, for example, rows orother shapes of hook and loop fastener tape are also contemplated.

In one form, binder inserts 400 may be arranged to allow a user toreadily locate, remove, and return appropriate one(s) of the pluralityof icon pieces 404. In one form, binder inserts 400 may be arranged bysubject matter and/or category. The categories may include, for example,but are not limited to feelings, food play, people, activities, bodyparts, clothing and accessories, kitchen and/or bathroom items, calendarevents, toys and entertainment, common objects, actions and occurrences,furniture, places, transportation vehicles, alphabet characters,numbers, etc. Additional categories may be somewhat more sophisticatedsuch as words or phrases (for example, “who?,” “what?,” “where?,”“when?,” “why?,” etc.), personal pronoun phrases (for example “I have,”“I want,” “I need,” “I am going,” “I don't have,” “I don't want,” etc.),request phrases (for example “read me,” “show me,” “get me,” “help me,”etc.), pronoun phrases, prepositional phrases, social conventions (forexample, “yuk,” “uh-oh” “yum,” “happy birthday,” “good morning” etc.)and the like and combinations thereof.

In one form, one or more binder inserts 400 (for example one insert 400,or a collection of adjacent inserts 400) may be devoted to a particularcategory, with each of the vocabulary icon pieces 404 associated withthat particular category removably attached to that particular insert orinserts 400.

To able the user to readily locate a particular category of “subjectrelated” vocabulary icon pieces 404, one or more of the binder inserts400 may include at least one divider tab 408 extending from at least oneedge of the binder insert 400. The divider tab(s) 408 may be structuredand positioned to display and/or to carry a title of the particularsubject category. In another form, the subject category may also bedisplayed on a surface 402 of the binder insert 400.

In accordance with another aspect, the binder inserts 400 may include acoding system for arranging “subject related” vocabulary icon pieces404. In one form, the coding system may be a color coded organizationalsystem wherein different colors represent different categories ofvocabulary words (for example, blue for feelings, yellow for play,etc.). In one form, the binder inserts 400 may be arranged in a colorcoded organizational system consistent with established color codedsystems (for example, the Fitzgerald Key and Goosens' Crain and Elder).In another form, binder inserts 400 may be presented with an alternatecolor coded organizational system or no color coding system. Where acolor coding system is used, the binder inserts 400 themselves may bedifferent colors. Alternatively, a color marking may be displayed on oneor both surface(s) 402 of an insert 400 and/or on the divider tab 408.Additionally, each of the squares 406 and/or vocabulary icon pieces 404may include a category identifier mark 410 which may include a colormarking.

In another form, the coding system may include a symbol coding systemwherein a unique symbol is associated with each subject category (forexample, a heart for feelings, a star for play, etc.). Where a symbolcoding system is used, a symbol marking may be displayed on one or bothsurface(s) 402 of an insert 400, on the divider tab 408, and/or on eachcategory identifier mark 410.

In another aspect, a user's personal core vocabulary words and selectedfringe vocabulary words may be included on the plurality of binderinserts 400. Thus, as shown in FIG. 8, for example, personal corevocabulary icons 404 falling within the “feelings” category, may beremovably attached to the corresponding “feelings” binder insert(s) 400.Further, each of the vocabulary icon pieces 404 preferably include acolored marking and/or symbol marking corresponding to the color and/orsymbol of the “feelings” insert(s) 400. In yet another form, thevocabulary icons 404 are customizable for each user using thecommunication system.

The binder inserts 400 and vocabulary icon pieces 404 may be formed ofany suitable material. In one form, the binder inserts 400 and/or iconpieces 404 may be formed of a durable, water resistant and/or waterproof material such as a plastic material, which may include but is notlimited to polyethylene, PET, polypropylene, PVC, and the like, and/orcombinations thereof. Alternatively, the inserts and/or icons may beformed of a laminated board paper stock of appropriate thicknesses andoptionally coated or covered in a plastic material. In another form,icon pieces 404 may be multi-sensory tiles that are recordable and/orfeature a write and wipe surface.

With reference to FIGS. 9 and 10, additional optional components ofcommunication system 10 may include a First/Then insert 500, a DailySchedule 600, and a binder stand (not shown).

The First/Then insert 500 may include at least one surface 502 forremovably attaching core vocabulary icons 200 and/or vocabulary icons404. The First/Then insert 500 may be used to communicate a schedule orpriority message to a user. For example, “First, you will do yourhomework. Then, you may play outside.” In one form, the surface 502 isdivided generally in half with one side representing the “first” item(s)and the other side representing the “then” item(s). The two sides may belabeled or may include a color or symbol code to represent “first” and“then”.

The First/Then insert 500 may include an attaching surface 504, whichmay include, for example, a hold and release type fastener such as hookand loop tape or other means of removably attaching the attachingsurface 504 to one of the surfaces of the binder 12 or other suitablesurface (e.g., bulletin board, etc.). The First/Then insert 500 may alsoinclude one or more storage surface(s) (not shown), for storingadditional icons 200/404 when not in use.

The Daily Schedule 600 may include at least one surface 602 forremovably attaching core vocabulary icons 200 and/or vocabulary icons404. The Daily Schedule 600 may be used to communicate a schedule forthe day and may include items yet to be started and/or completed anditems that have been completed. In one form, the surface 602 is dividedgenerally in half with one side representing the “yet to be startedand/or yet to be completed” item(s) and the other side representing the“completed” item(s). The two sides may be labeled or may include a coloror symbol code. In one form, the “yet to be started and/or yet to becompleted” side may be green, while the “completed” side may be red.

The Daily Schedule 600 may include an attaching surface 604, which mayinclude, for example, a hold and release type fastener such as hook andloop tape or other means of removably attaching the attaching surface604 to one of the surfaces of the binder 12 or other suitable surface(e.g., bulletin board, etc.). The Daily Schedule 600 may also includeone or more storage surface(s) 606, for storing additional icons 200/404when not in use.

In another aspect, the communication system 10 may include a stand forbinder 12. The stand may advantageously hold binder in an open, standingposition, for example on a table or desk.

Each of the First/Then insert 500, the Daily Schedule 600, and thebinder stand may be formed of a durable, water resistant and/or waterproof material such as a plastic material, which may include but is notlimited to polyethylene, PET, polypropylene, PVC, and the like, and/orcombinations thereof. Alternatively, they may be formed of a laminatedboard paper stock of appropriate thicknesses and optionally coated orcovered in a plastic material. The binder stand may also be formed ofaluminum.

In accordance with still another aspect of the invention, a method isprovided for facilitating communication utilizing a communication systemas shown and described herein. In one form, the method comprises a corevocabulary exchange system. In another form, the method comprises acombination of a symbol/icon exchange method and a core vocabularymethod.

By the present method, icons are presented which representedpre-selected lemmas including core, personal core, and/or fringevocabulary words. Icons, which may include words, pictures or symbols,and/or combinations thereof, are pre-determined and printed or displayedin a consistent location and removably attached thereto. Icons may beremoved selected and removed from their predetermined location tocommunicate a message and then returned to that predetermined location.

In another aspect, the method provides a communication card on whichpre-selected core vocabulary words may be sequenced to create a messageat the user's individual language level.

In another aspect, the present method allows for SNUG, or spontaneousnovel utterance generation. By incorporating a core vocabulary insert,the method allows for different lemmas to be exchanged at a single wordlevel and/or multi-word level which allows the individual to buildsentences of increasing complexity. Furthermore, a communication partnercan respond back in a two way exchange to the individual, for example,by modeling and using language by moving icons on a core vocabularyinsert or binder insert onto the communication card. This two-wayexchange promotes conversational exchanges on a given topic.

In another form, a user may communicate by selecting (or exchanging) oneor more of a plurality vocabulary icons removably attached to one ormore surfaces in a binder and/or core vocabulary insert. The pluralityof vocabulary icons may comprise a plurality of core vocabulary iconsremovably attached to a fold-out surface on a core vocabulary insertand/or a plurality of vocabulary icons removably attached to a surfaceon a binder insert. In another form, the one or more of the plurality ofvocabulary icons may be displayed in a predetermined, consistentlocation on the core vocabulary insert and/or binder insert.

In yet another form, the plurality of vocabulary icons comprise aplurality of personal core vocabulary icons and/or fringe vocabularyicons removably attached to color coded and/or symbol coded surfaces ina binder and a plurality of core vocabulary icons removably attached toone or more fold-out of a core vocabulary insert. In another form, auser may select one or icons and position the icon on a communicationcard to convey or exchange a communication (for example, form astatement, question, request, demand, or other message).

Advantageously, the vocabulary icons of the present communicationsystem—core, personal core, and fringe—align with evidenced-basedpractices. They may be customized for each individual user to therebyindividualize the therapy. This advantageously allows the use of themost appropriate therapy approach or combination of approaches for eachuser, including ABA, Pivotal Response Training, Backward Chaining, AidedLanguage Stimulation, Portable Consistent motor plan for core vocabularywords and selectively hiding, or masking, icons. Individualization oftherapy methods may thereby accelerate the learning process.

By the present communication system and method, users may have access tocore vocabulary, personal core vocabulary, and personalized and colorcoded and/or symbol coded fringe vocabulary words. The presentcommunication system and method is able to work as a bridge betweenexisting low tech communication systems and a high tech communicationdevices. It continues to teach initiation and persistence (i.e., usingbackward chaining hierarchy), and provides a multisensory approach—Seeit, hear it, say it, do it. The manipulation of icons provides akinesthetic, tactile, and visual model of language for an individualboth receptively and expressively. It provides tactile feedback withphysical exchange of icon pieces (i.e., removing one or more vocabularyicon pieces from the fold-out surface and/or colored surfaces, andpositioning on a communication card and/or handing to a communicationpartner). Additionally, it aligns with typical language development.

The communication system and method may be used to teach meanings ofsingle words, and subsequently used to work towards two-wordcombinations, three-word combinations, etc.

The communication system and method may teach students/users to advocatefor themselves. For example, a user may learn to ask for help or protestacross environments (access to communication system and method at alltimes).

The communication system and method of the present invention may be usedin connection and/or combination with various methods, for example,backward chaining or ABA principles including discrete trial trainingand/or aided language stimulation. It can be used across environments,activities, and communication partners. It can be used conjunction witha variety of low-tech core vocabulary symbol sets.

It offers a communication system and method which is supported by anenvironment where we speak to students/users in a way they understand,such that they learn to communicate.

It can be used to begin introducing core vocabulary when working on “Iwant.” Alternatively, instead of “I want” as one phrase, the icon may bereplaced with separate “I” and “want” icons. There may be an additionalstep in the backward chain to learn the “I want” sequence.

The communication system and method may be used to incorporate corevocabulary words to target communicative intents and functions whileprogressing at the individual's language level, including protesting(i.e. “stop, stop it, want stop”), requesting assistance (“help,” “wanthelp” “I help” “help me”), and indicating cessation (“all done,” “Me alldone,” “you all done”), etc. while also facilitating joint attention.

Although certain presently preferred embodiments of the invention havebeen illustrated and described herein, it will be apparent to thoseskilled in the art to which the invention pertains that variations andmodifications of the described embodiments may be made without departingfrom the spirit and scope of the invention. Common but well-understoodelements that are useful or necessary in a commercially feasibleembodiments are often not depicted in order to facilitate a lessobstructed view of these various embodiments of the present invention.

What is claimed is:
 1. A communication system for assisting a user inconveying or exchanging a communication, the communication systemcomprising: a core vocabulary substrate comprising a first surfacehaving a plurality of icons displayed thereon, each of the plurality oficons representing one of a plurality of core vocabulary words; aplurality icon pieces removably attached to the surface of the corevocabulary substrate, wherein each of the plurality of icon pieces isremovably attached to a matching one of the plurality of icons; acommunication card landing pad extending from and interconnected withthe core vocabulary substrate, the communication card landing padconfigured to receive a communication card removably attached thereto; acommunication binder comprising a front cover having a first length anda back cover having a second length, the second length being longer thanthe first length and thereby defining a second communication cardlanding pad configured to receive a communication card removablyattached thereto; a spine interconnecting the front and back covers; afirst pair of binder surfaces of the front cover and second pair ofbinder surfaces of the back cover; a plurality of fastener locator marksdisplayed on at least one of the binder surfaces; and at least one of ahandle and a shoulder strap.
 2. The communication system of claim 1,further comprising: a plurality of releasable fasteners, with areleasable fastener disposed between each of the plurality of iconpieces and the plurality of icons.
 3. The communication system of claim1, wherein the first surface comprises one of: a single fold-out surfacehaving a plurality of icons displayed thereon, a gate fold fold-outsurface having a plurality of icons displayed thereon, and a tri-foldfold-out surface having a plurality of icons displayed thereon.
 4. Thecommunication system of claim 1, wherein the core vocabulary substratefurther comprises a second surface configured for removably attachingthe core vocabulary substrate to separate third surface.
 5. Thecommunication system of claim 1, wherein the communication card landingpad has a plurality of fastener locator marks displayed thereon, andwherein each of the plurality of fastener locator marks is generallyrectangle-shaped and positioned at an angle.
 6. The communication systemof claim 1, further comprising a communication card configured toreceive one or more of the plurality of icon pieces removably attachedthereto.
 7. The communication system of claim 1, wherein the secondcommunication card landing pad has a plurality of fastener locator marksdisplayed thereon, and wherein each of the plurality of fastener locatormarks is generally rectangle-shaped and positioned at an angle.
 8. Thecommunication system of claim 1, further comprising: at least one binderinsert removably attached to the binder, wherein the binder insert hasan insert surface having a plurality of squares arranged in a gridpattern thereon; a plurality of insert icon pieces removably attached tothe insert surface, wherein each of the plurality of insert icon piecesrepresents one of a user's personal core vocabulary words and fringevocabulary words and wherein each of the plurality of insert icon piecesis sized and configured to be positioned in one of the squares; and acoding system displayed on the at least one binder insert and theplurality of insert icon pieces removably attached thereto, the codingsystem identifying a category of the at least one binder insert and theplurality of insert icon pieces removably attached thereto.
 9. Thecommunication system of claim 8, wherein the coding system comprises atleast one of a color coding system and a symbol coding system.
 10. Thecommunication system of claim 8, further comprising at least one of: aFirst/Then insert and a Daily Schedule.
 11. A method of using acommunication system to assist a user in conveying or exchanging acommunication, the method comprising: providing a first substratecomprising a first surface interconnected with a second substratesurface, wherein the first substrate surface has a plurality of corevocabulary icons displayed thereon, with each of the plurality of corevocabulary icons representing at least one core vocabulary word, andwherein the second surface comprises a communication card landing pad;removably attaching a plurality of core vocabulary icon pieces to thefirst surface, wherein each one of the plurality of core vocabulary iconpieces is removably attached to the first surface at a firstpredetermined location, the first predetermined location correspondingto a matching one of the plurality of core vocabulary icons; removablyattaching a communication card to the communication card landing pad;providing an assembly of a plurality of second substrates, each of theplurality of second substrates comprising a first surface with aplurality of squares displayed thereon in a grid arrangement; removablyattaching a plurality of additional vocabulary icon pieces to the firstsurfaces of the plurality of second substrates, wherein each one of theplurality of additional vocabulary icon pieces is removably attached toa first surface of one of the plurality of second substrates at a secondpredetermined location, the second predetermined location correspondingone of the plurality of squares; selecting one or more of the pluralityof core vocabulary icon pieces; removing the selected one or more corevocabulary icon pieces from the first surface; positioning the selectedone or more core vocabulary pieces on the communication card to conveyor exchange a communication; selecting one or more of the plurality ofadditional vocabulary icon pieces; removing the selected one or moreadditional vocabulary icon pieces from the first surface of the secondsubstrate; positioning the selected one or more additional vocabularypieces on the communication card to convey or exchange a communication;returning the selected one or more core vocabulary pieces to the firstpredetermined location; and returning the selected one or moreadditional vocabulary pieces to the second predetermined location. 12.The method of claim 11, further comprising: displaying a coding systemon the plurality of second substrates and the plurality of additionalvocabulary icon pieces, the coding system identifying a category of eachone of the plurality of second substrates and the plurality ofadditional vocabulary icon pieces, wherein the coding system comprisesat least one of a color coding system and a symbol coding system.